This paper presents an explanation of practitioners' reactions to sex equitable sex education. Several constraints can prohibit practitioners from engaging in sex equitable sex education: (1) lack of community support; (2) lack of expertise in human sexuality education; (3) vagueness of school committee views; and (4) lack of answers to logistical questions. Strategies for attracting attention to these constraints are provided. One researcher's experience as an advocate of sex equitable menstrual education is described. Appended are 17 references. (SI)